Description of Student Supports and Environment: A Mixed Methods Study
DOI:
https://doi.org/10.5281/zenodo.19787016Keywords:
school safety, senior high school, teacher-student relationships, sense of belonging, explanatory sequential design, school safety, senior high school, teacher-student relationships, sense of belonging, explanatory sequential designAbstract
Understanding how senior high school students perceive their school environment is essential for strengthening student well-being and school outcomes. This mixed methods study employed an explanatory sequential design to examine students’ perceptions and experiences of teacher-student relationships, sense of belonging, and school safety in a public secondary school in Lanao del Norte, Philippines. In the quantitative phase, all 139 senior high school students were surveyed using a standardized student supports and environment questionnaire. Descriptive results showed moderate perceptions of teacher-student relationships and school safety, but a very low sense of belonging. Regression analysis further revealed that teacher-student relationships and school safety significantly predicted students’ sense of belonging, with teacher-student relationships emerging as the stronger unique predictor. In the qualitative phase, eight students participated in semi-structured interviews to explain the quantitative patterns in greater depth and context. Thematic analysis showed that students generally experienced teachers as supportive, approachable, patient, and understanding, yet these positive interactions were often insufficient to offset exclusionary peer dynamics and limited opportunities for meaningful participation. Students’ sense of belonging was strengthened by structured activities, teacher recognition, and inclusive peer relationships, but weakened by cliques and social exclusion. Perceived school safety was associated with the visible presence of authority figures and the consistent enforcement of rules, whereas overcrowding and inadequate supervision contributed to feelings of vulnerability. The findings indicate that improving students’ sense of belonging requires coordinated efforts that strengthen teacher-student relationships, promote inclusive peer engagement, and enhance safety conditions within the school environment. These results also emphasize the value of combining statistical trends with student narratives in understanding school climate.
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